This thesis is dedicated to the social milieu experiences of kindergarten children as well as their families and their significance for pedagogues in the context of their pedagogical work in kindergarten. Using the instrument of a group discussion, this paper investigates among other things, whether and in what way children's milieu experiences are considered through specific educational activities and how pedagogues experience working with children from different social backgrounds. There is a consensus in the scientific discourse that the inclusion of knowledge about the child's individual milieu experiences can be a necessary resource for pedagogical practice (cf. Eggert-Schmid Noerr 2011; Siraj-Blatchford 2008). Accordingly, this qualitatively oriented empirical thesis questions whether, from the perspective of educators, this inclusion is relevant for their pedagogical actions in kindergartens. Based on an in-depth hermeneutic text interpretation by Gerner (2011), it could be made transparent that the examination of heterogeneity with respect to social milieus is hardly seen as a resource and source of information, but rather as a burdensome and challenging experience. On the part of the pedagogues, striving for homogeneity was reconstructed as supposedly relieving. Finally, considering relevant reference theories the results have been discussed and conclusions for pedagogical practice have been derived.